Keywords
Project-Based Learning
Problem-Solving Skills
Technical Education
Abstract
The study explored how effective Project-Based Learning (PBL) is in developing critical thinking and problem-solving skills among students in Lagos State Technical Colleges. This study was born out of the frustration of students being unable to think critically and engage in active analysis to provide possible solutions to real-life practical challenges. A mixed-methods approach using a quasi-experimental design was adopted. A total of 120 students were selected for the study from three technical colleges. They were assigned to experimental and control groups. Data were collected by means of pre and post-tests, classroom observations and reflective responses of students. Reliability was tested using Cronbach’s Alpha, giving critical thinking and problem-solving skills yielding coefficients of 0.82 and 0.79, respectively. This signified an adequate and acceptable level of reliability. For data analysis, descriptive statistics, paired sample t-test, independent sample t-test and ANOVA were employed. Results of the study revealed that the PBL users significantly surpassed the non-PBL users (traditional users) on their thinking and working skills. The study recommended that introducing PBL in technical colleges, particularly in teaching and learning of higher-order thinking and problem-solving skills, is a potential strategy.
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